ASSESSMENTASSESSMENT

Developed byContra Costa

SELPA

2003-2004

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Facilitated by

Contra Costa SELPA Staff

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Purpose

The purpose of this training is to inform those that conduct

special education assessments of the requirements under

federal and state law.

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Agenda

IDEA ’97 & The Process of Assessment

Initial Evaluation Written Reports Special Factors Statewide Testing Program Independent Evaluations Re-Evaluation

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IDEA ’97 on Assessments

Modifies the procedures for re-evaluation to include the review of existing data

Includes students with disabilities in assessment programs with accommodations

Emphasizes access to and progress in the general curriculum

Includes parents in decision-making

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The Process of Assessment

Documentation Prior To Referral Written Referral Assessment Plan Assessment Including Observation Written Report Eligibility Criteria IEP Team Decision Making

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Initial Evaluations

“A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child, including information provided by the parent, and information related to enabling the child to be involved in and progress in the general curriculum”

35 CFR Part 300

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Questions to be Answeredthrough an Evaluation

Does the student have a disability? What are the student’s present levels

and unique educational needs? Does the student need special education

and related services to address educational needs?

Are accommodations or modifications required to participate in general curriculum?

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13 Eligibility Categories

Mental Retardation Specific Learning

Disability Language/Speech

Disorder Other Health

Impaired Orthopedically

Impaired Deaf/Blind

Deaf Hearing Impaired Visually Impaired Traumatic Brain

Injury Autism Emotional

Disturbance Multiple Disabilities

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Assessment Plan

Developed by Team with Parent Input Addresses All Areas of Suspected Disability Acknowledges Assessment & Information

Submitted Given to Parent within 15 Days of Request Parent has 15 days to sign: Follow up Date Stamp: 50 Day Timeline begins when

plan is received back from parent

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Requirements for Assessments

Written Consent of parent or guardian Multidisciplinary team involvement Vision & hearing screening Competent, trained assessors,

knowledgeable in area of disability, cultural background and primary language

Tests administered in primary language, using appropriate modes of communication

Conducted in all areas of suspected disability

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Participation of regular teacher in SLD assessments, and observation of student in general education classroom by IEP member

Consideration of independent educational evaluations

Use of non-discriminatory assessment materials and procedures

Tests reflect what they purport to measure No single instrument or procedure used

Requirements for Assessments (cont.)

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Assessment of African-American Students

Validity requirements Use Alternative Assessments No “IQ” tests, mental ages, standard

scores that correlate with IQ No “waivers” from parents Have parents of bi-racial students

select designated race (no changes later)

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Requirements forWritten Reports

Information pertaining to all areas identified on the assessment plan

Description of relevant behavior noted during observation in appropriate setting

If standardized tests were used:a. A statement regarding the validity of the test results

b. The results of the standardized tests

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Relationship of behavior to student’s academic and social functioning as well as area of need

Educationally relevant health, developmental and medical findings

Determination concerning the effects of environmental, cultural or economic disadvantage, when appropriate

Statement as to whether student’s needs can be met in a regular classroom

Requirements for Written Reports (cont.)

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Consideration of independent assessments

Need for specialized services, materials and equipment for low incidence student

Basis for making eligibility determination, for consideration by IEP team

Information required for certification for SLD eligibility

Whether the assessment was valid

Requirements for Written Reports (cont.)

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SLD Eligibility Summary

Alternative Means Discrepancy: Ability/Achievement Psychological Processing Disorder Other Possible Causes of Discrepancy Classroom Behavior Attach Documentation if No Discrepancy Certification of Conclusions

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Requires Considerationof Special Factors:

Behavior impeding learning Communication needs for limited English

proficient students Need for assistive technology Communication needs for visually impaired Communication needs for hearing impaired

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Functional Assessment

of Behavior Required if student’s behavior impacts

his learning or the learning of others Not the same requirements as

California’s “Hughes Bill” Requires observation and hypothesis Replacement behavior must serve same

function as target behavior Replacement behavior must be taught

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Assessment of Bilingual Students

Administered by qualified personnel who are competent in student’s primary language or mode of communication, and have knowledge and understanding of cultural and ethnic background of the pupil

If it is clearly not feasible to do so, an interpreter must be used and assessment report must document suspected invalidity

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The normal process of second-language acquisition, as well as manifestations of dialect and socio-linguistic variance shall not be diagnosed as a handicapping condition

Parent notifications, parent rights, IEP and reports should be provided in the parent’s primary language. If written translation is not available, provide alternate means

Assessment of Bilingual Students (cont.)

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Assistive Technology Needs

AT must be considered for every student at every IEP meeting

An “Assessment” can consist of the IEP team looking at: Student Strengths Environmental Requirements Tasks (adaptations & modifications) Tools necessary to accomplish tasks

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Is the use of assistive technology required for the student to perform the required tasks in the least restrictive environment, or perform successfully with less personal assistance?

Examine options from low-tech to high-tech

Try out possible device options Consider AAC/AT teams and other options

Assistive Technology Needs(cont.)

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Communication Needs for Visually and Hearing Impaired Students

For Visually Impaired Students, consider the use of large print, Braille, directions read aloud, etc.

For Hearing Impaired Students, consider the use of amplification, closed captioning device, interpreters, etc.

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Inclusion in Statewide Testing

“Children with disabilities are included in general State and district-wide assessment programs, with appropriate accommodations, where necessary”

State requires that the IEP team determine if a student will take the CAT 6 or alternative assessments program.

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Accommodations

Category1: Available to any student who regularly uses accommodations in the classroom Flexible setting On-task reminders Magnification

Category 2: Available only to special ed. students with accommodations written on their IEP. These accommodations cannot fundamentally alter what is tested.

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Accommodations Cont.

Category 3: These accommodations DO fundamentally alter what is tested on the CAT 6.

Ex. Use of calculator

Students who receive Category 3 accommodations will be reported as

Non-Proficient and their scores will not be included in the school’s API

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Alternate Assessment

IEP teams may no longer exempt a student from STAR testing

The IEP team may determine whether the student should take the CAT 6 with Level 1,2 or 3 accommodations or take the California Alternative Performance Assessment

Parents may exempt their children from the STAR Program testing, but this is NOT an IEP issue. Direct parent inquiries regarding exemption to the school principal.

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Independent Educational Evaluations

District Board Policy in Place Parent has right to IEE IF they

disagree with an assessment obtained by LEA

District must have an assessment that is one year old or less for the parent to disagree with. IF the assessment is old or does not exist, the district should conduct a new one

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If parent provides an independent educational evaluation, district must convene an IEP according to usual timelines to consider the results of this evaluation

Independent educational evaluation must meet the same standards as a district provided evaluation, and must be performed by a qualified educational provider

Independent Educational Evaluations (cont.)

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Re-evaluation Requirements

Use existing assessment data Use current classroom-based

assessments and observations Use teacher and related services

providers observations Use information

from parents

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Questions for Re-evaluations

Continues to have a disability? Present levels of performance

and needs? Continues to need special education and

related services? Need modifications to the program to

enable the child to meet annual goals and participate in the general curriculum?

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If there IS Sufficient Information:

Parents are notified of the decision and the reasons for it

Parents are informed that they have the right to request an assessment, if they desire

An assessment report documents the evaluation information

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If there IS NOT Sufficient Information:

An assessment plan is developed and sent for parent approval, along with a copy of parent rights

An assessment is conducted and a report documents the evaluation information

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